Why Teach About Plankton?

September 26th, 2011 by Sarah

Assorted diatoms, one of the most common forms of phytoplankton, living between crystals of annual sea ice in McMurdo Sound, Antarctica. Image courtesy of the NOAA Image Library.

The word “Plankton” is derived from the Greek word “planktos,” which means “drifter” of “wanderer.” Plankton are organisms that float freely or swim weakly through aquatic, estuarine, and marine environments. As such, they are defined by their ecological niche (as opposed to being a phylogenetic or taxonomic classification).  Plankton range in size; they can be as small as microscopic diatoms or as large as jellyfish.  There are also different types of plankton.  Phytoplankton are tiny (usually unicellular) algae that live near the water surface and utilize the light that is available there to support photosynthesis. Zooplankton are a type of plankton that consumes other plankton. Holoplankton are a type of zooplankton that remain in the plankton stage for their entire life, such as jelly fish. Meroplankton are zooplankton that are only planktic for part of their lives (typically the larval stage), such as crabs, sea urchins, and starfish.

Why Should YOU Teach About Plankton

Teaching about plankton can help you introduce your students to the concepts of adaptations, buoyancy, habitats, food webs, trophic levels, life cycles, and more.  There are also some great lab activities that you can use to engage your students in these topics.

How Can YOU Teach About Plankton

The “Design and Construct a Plankter” lesson plan from the University of South Florida’s Project Oceanography program provides background information and a lesson plan that can help you teach about plankton.  In the activity portion of this lesson, students design and build their own plankton and have “slow races” in a 10 gallon aquarium to determine who designed the plankton with the best buoyancy.  A “For the Teacher” section that addresses national science standards and a Vocabulary List are also provided.

The Plankton Lesson Plans packet from the University of California, Los Angeles Marine Science Center also contains a “slow race” activity.  In addition to this lesson, the packet includes a lesson activity on phyto- versus zoo- plankton and an activity in which students make a simple plankton net out of nylon stockings, use it to collect plankton from a local stream, and observe the plankton under a microscope.  This last lesson is similar to the Plankton Lesson developed by the New Jersey Sea Grant Consortium, in which students collect a plankton sample, identify the types of plankton the collected, classify the various components of the plankton, and draw inferences about productivity based on their sample.

You can supplement these lesson plans with some of the following resources:

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Sarah Brzezinski works for the Chesapeake Research Consortium as the Chesapeake Bay Program's Fostering Stewardship and Education Workgroup Team Staffer. She also serves as the content manager of Bay Backpack.

Hurricane Irene and Water Quality Monitoring

September 19th, 2011 by Rich Batiuk

This graphic shows how the size of Hurricane Irene changed, and the areas that were potentially affected by sustained winds of tropical storm force (in orange) and hurricane force (in red). Image courtesy of the National Hurricane Center.

When it became clear that Hurricane Irene would move through the Bay region, the Chesapeake Bay Program’s (CBP) monitoring program coordinators, like Bruce Michael at Maryland’s Department of Natural Resources, adjusted the Bay water quality monitoring cruise schedules to get data just following the hurricane.

In the days following the hurricane, recent data from Maryland’s Eyes on the Bay program showed that the Bay received a short term water quality boost from the hurricane.  This is a result of the physical mixing of the Bay’s waters by extreme winds and waves that sent oxygen-rich surface waters into the deeper channels that are normally lacking oxygen at this time of year. Given the timing of this storm, the Bay likely dodged a potentially serious bullet thanks to Irene’s timing, rapid movement through the region, and track

However, we will still have to wait for weeks (mixing up of the water column with good oxygen levels; short term algal blooms), and really months (impact on the next spring’s algal blooms, early summer’s re-growth of underwater Bay grasses, and mid-summer’s dissolved oxygen conditions years), to fully answer the question, “What was the impact of Hurricane Irene (and even the fall 2011 hurricane season) on the Bay?”

Fortunately, the CBP partnership has an extensive monitoring program in place which continues to measure various indicators of the Bay’s health — in this case, prior to the hurricane and in the weeks and months following the storm.

For additional information on Hurricane Irene’s impact on the Chesapeake Bay, please refer to Rich’s complete article, “Impacts of Hurricane Irene on the Health of Chesapeake Bay? Only Time (and Monitoring) Will Tell!” featured on the Bay Blog.

In Your Classroom:

Your students may not be able to monitor the impacts of Hurricane Irene on the Chesapeake Bay, but they can conduct a smaller-scale research project by monitoring the water quality of a stream near your school!  Engaging your students in water quality monitoring can help them learn about pollution, local ecosystems, and stream health.  Have your science class or club monitor water temperature, air temperature, salinity, pH, dissolved oxygen, and Secchi Depth, and compare the results from different times of the year or before and after a storm to help them learn about factors that influence water quality.  National Geographic’s FieldScope, a web-based mapping, analysis, and collaboration tool that support geographic investigations, can help your students understand the data they collect.

For additional information on how to start a water quality monitoring program at your school and how to use the data you generate in your classroom, please refer to:

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Rich Batiuk is the Associate Director for Science with the U.S. Environmental Protection Agency at the Chesapeake Bay Program.

Five Simple Ways to Green Your School

September 12th, 2011 by Sarah and Krissy

Biology Bottles

1.  Grow Native Seeds. In the fall, collect seeds from the trees surrounding your schoolyard.  Then have each student plant and grow his own seeds in the classroom.  Reuse egg cartons to plant your seeds!  Your school could also apply for an upcoming grant that supports school gardens and plantings, and Maryland schools can participate in the Marylanders Plant Trees program.

2.  Reduce, Reuse and Recycle Your Paper. The average school wastes 38 tons of paper per year.  Check out Abitibi the paper retriever program and get paid to recycle your paper!

3.  Create a Craft Box. Instead of throwing out the odds and ends usually bound for the trash can, collect these items in a craft box to reuse later.  Used milk cartons can be transformed into bird feeders or birdhouses. Used soda bottles can be used to create Biology Bottles to help your students study decomposition or the connection between land and water. With a little imagination, you can turn your classroom trash into an educational treasure!

4.  Detox Your Classroom Cleaners. Instead of using store-bought cleaners, create your own.  Students can mix up their own cleaner using everyday non-toxic household ingredients.  Find eco-friendly recipes HERE.

5.  Cut Your Carbon Footprint. Conserve energy at school by appointing a student each day as the Power Patroller.  Have the Power Patroller monitor your classroom’s energy use each day.  They can ensure lights, computers, and other electronics are turned off each time the class leaves the room. Then have students learn about their carbon footprint by using the EPA’s Global Climate Change Kids Calculator.

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Sarah Brzezinski is the Chesapeake Bay Program's Fostering Stewardship and Education Workgroup Team Staffer. Krissy Hopkins is a former Chesapeake Bay Program Staffer and is currently pursuing her PhD in geology at the University of Pittsburgh.

October Environmental Education Grants

September 5th, 2011 by Sarah

The Subaru Healthy Sprouts Award and the Lorrie Otto Seeds for Education Grant Program provide support for school garden projects. Image courtesy of The Lorrie Otto Seeds for Education Grant Program.

Finding funding to support environmental education can be a real challenge, and identifying applicable grants can be a hassle.  To help you kick-start the process of getting your classroom project off the ground, we here at Bay Backpack have identified some great grant opportunities that are about to fly by. Some of these grants are not directly related to environmental or Chesapeake Bay education, but all could be used to support it. Be sure to note the submission deadlines, and good luck with your applications!

Toshiba Grants for Grades K-5

Do you teach in an elementary school classroom? Do you have an idea for improving math or science instruction in your classroom?  K-5 grade teachers are invited to use Toshiba America Foundation’s short application form to describe a set of lessons or a hands-on project they would like to introduce in their own classrooms. Application Deadline: October 1st, each year.

2011 Subaru Healthy Sprouts Award

The Subaru Healthy Sprouts Award recognizes and supports youth gardening programs focused on teaching about our environment, nutrition and hunger issues in the United States. Through winning programs, youth will learn the skills necessary to maintain a healthy lifestyle compatible with environmental stewardship and gain an understanding of how their actions can positively impact the well being of their community. To be eligible for the 2011 Healthy Sprouts Awards, your school or organization must plan to garden in 2012 with at least 15 children between the ages of 3 and 18. Application Deadline: October 1, 2011

Chesapeake Bay Restoration Fund Grant Program – Virginia Only

Preferences for these grants will be given to environmental education and action-oriented conservation and restoration projects within Virginia’s Chesapeake Bay watershed. Applications will be accepted from state agencies, local governments, and public or private not-for-profit agencies, institutions, or organizations. The goal of environmental education is to increase public awareness and knowledge about the Bay resulting in behavioral change. Proposals are invited which (A) Supplement and enhance environmental training for educators; (B) Expand environmental educational opportunities and the use of existing educational resources (curricula, publications, field studies) in schools and community programs for students, teachers and adults; (C) Increase the involvement of students and the public in Bay restoration activities; OR (D) Increase public support for Chesapeake Bay restoration by purchase of Chesapeake Bay license plates.  Application Deadline: October 1, 2011 before 5:00 PM EST.

Environmental Literacy Program Track Grants – Maryland Only

The Chesapeake Bay Trust Environmental Education Grant Program awards funding to expand and enhance Bay environmental education programs for pre-k through 12 grade student in Maryland. The Environmental Litearcy Program Track of this grant will support development and implementation of a comprehensive, systemic, and sustainable environmental literacy program with in a local school system that provide multiple outdoor learning experiences and increase environmental literacy for participating students. Applicants may request from $35,000 to $50,000 per year for three years ($105,000 to $150,000 total) The Trust anticipates making 1-2 awards in this track. Letter of Intent Deadline: October 5, 2011

Toolbox for Education – Lowes

This grant program provides parent groups and schools with financial tools to help improve their children’s schools. Grant awards of up to $5,000 support school improvement projects at public schools nationwide. Since 2006, through Toolbox for Education, the Lowe’s Charitable and Educational Foundation has donated over $20 million to more than 4,000 K-12 schools, benefitting over 2 million schoolchildren. Application Deadline: October 14, 2011 and February 17, 2012

Wild One’s Seeds for Education Grant

The Lorrie Otto Seeds for Education Grant Program gives small monetary grants to schools, nature centers, and other non-profit and not-for-profit places of learning in the United States with a site available for a stewardship project. Project goals should focus on enhancement and development of an appreciation for nature using native plants and must emphasize students and volunteers involvement in all phases of development, and increase the educational value of the site. Cash awards range from $100 to $500. Application Deadline: October 15th of the year prior to the grant year.

Student Achievement Grants

The NEA Foundation provides grants to improve the academic achievement of students in U.S. public schools and public higher education institutions in any subject area(s). The proposed work for these grants should engage students in critical thinking and problem solving that deepen their knowledge of standards-based subject matter. The work should also improve students’ habits of inquiry, self-directed learning, and critical reflection. Proposals for work resulting in low-income and minority student success with honors, advanced placement, or other challenging curricula are particularly encouraged. Grant funds may be used for resource materials, supplies, equipment, transportation, software, or scholars-in-residence. Although some funds may be used to support the professional development necessary to implement the project, the majority of grant funds must be spent on materials or educational experiences for students. Application Deadline: October 15th

Learning & Leadership Grants

The NEA Foundation’s Learning & Leadership grants support public school teachers, public education support professionals, and/or faculty and staff in public institutions of higher education for one of the following two purposes: (1) Grants to individuals fund participation in high-quality professional development experiences, such as summer institutes or action research; or (2) Grants to groups fund collegial study, including study groups, action research, lesson study, or mentoring experiences for faculty or staff new to an assignment. All professional development must improve practice, curriculum, and student achievement. Application Deadline: October 15th

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Sarah Brzezinski works for the Chesapeake Research Consortium as the Chesapeake Bay Program's Fostering Stewardship and Education Workgroup Team Staffer. She also serves as the content manager of Bay Backpack.